Say two target sounds in one sentence
When to use this goal
For students working on two sounds (for example, /r/ and /s/) who are accurate with each one separately but lose one when both appear in the same sentence. Base the choice on separate sentence-level data for each sound. Present levels, not grade, decide fit.
- Baseline
- Score each sound separately in mixed sentences and compare with single-sound sentences. Note whether one sound drops more often than the other; that sound may need more practice before mixing.
- Tips
- Each sentence is one trial, scored correct when both target sounds are correct throughout it. Fill in both sound blanks. Score each occurrence of each sound and report them separately and combined. Mixing sounds is closer to real talk, where every sentence has many sounds, so it is a useful step before conversation.
- Limits
- If one sound is far behind the other, mixing too early can slow both; work on the weaker sound alone first. Structured sentences do not show carryover.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-075.
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Goal
By the annual IEP review date, given 10 sentences that each contain both Blank to fill in: [first target sound, e.g. /r/] and Blank to fill in: [second target sound, e.g. /s/], the student will produce both target sounds correctly in each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 5 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 2 blanks are still empty: [first target sound], [second target sound]. Write in what this student will work on, such as the target sound or the strategy the team chose.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Articulation.
Met: Level of support. Defined.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - Articulation
- Baseline
- 5 of 10 opportunities.
- Annual goal378 characters
- By the annual IEP review date, given 10 sentences that each contain both [first target sound, e.g. /r/] and [second target sound, e.g. /s/], the student will produce both target sounds correctly in each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences that each contain both [first target sound, e.g. /r/] and [second target sound, e.g. /s/]
- Behavior
- The student will produce both target sounds correctly in each sentence independently
- Criteria
- In at least 8 of 10 trials, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 trials
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 sentences that each contain both [first target sound, e.g. /r/] and [second target sound, e.g. /s/], the student will produce both target sounds correctly in each sentence independently in at least 8 of 10 trials, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.